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The Integrated Play Groups Model and Integrated Play Groups Application in Early Childhood Special Education

Year 2023, Volume: 20 Issue: 3, 904 - 931, 26.12.2023
https://doi.org/10.33711/yyuefd.1293218

Abstract

Play is the right of every child, and playing with their peers is especially important for children with an autism spectrum disorder. In Turkey, after the Special Education Services Regulation, which was renewed in 2018, interventions that make it possible for children with special needs aged 0-36 months to be together with their peers have started to come to the fore more. The integrated playgroup model (BOGM) is an evidence-based model developed for children with autism spectrum disorder (ASD). It enables children with ASD to play with their peers in social environments. While this model provides the opportunity for children with ASD and their typically developing peers to play with the support of an adult guide in the same group, it aims to support children's social interaction skills and play skills. This article focuses on the development process, implementation, and research of this model by focusing on the conceptual content of BOGM. The study also discussed future research and application examples related to BOGM.

References

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  • DiSalvo, C. & Oswald, D. P. (2002). Peer-mediated ınterventions to ıncrease the social ınteraction of children with autism: consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 17 (4), 198-207. https://doi.org/10.1177/1088357602017004020
  • Fazlıoğlu, Y., Ilgaz, G. ve Papatğa, E. (2013). Oyun Becerilerini Değerlendirme Ölçeğinin geçerlik ve güvenirlik çalışması. Trakya Üniversitesi Sosyal Bilimler Dergisi, 15(1), 239-250. https://dergipark.org.tr/en/pub/trakyasobed/issue/30217/326208
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  • Hoffman-Raap, L. (2004). Peer play and the autism spectrum: the art of guiding children's socialization and imagination--integrated play groups field manual. Australian Journal of Early Childhood, 29(3), 58-59. https://doi.org/10.1177/183693910402900310
  • Humphrey, N. (2008). Including pupils with autistic spectrum disorders in mainstream schools. Support for Learning, 23(1), 41-47. https://doi.org/10.1111/j.1467-9604.2007.00367.x
  • ICD-11 for Mortality and Morbidity Statistics, https://icd.who.int/browse11/l-m/en, (ET: 23.09.2022).
  • Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 150-165. https://doi.org/10.1177/10883576030180030301
  • Jhuo, R. A., & Chu, S. Y. (2022). A review of Parent-Implemented early start Denver model for children with autism spectrum disorder. Children, 9(2), 285. https://doi.org/10.3390/children9020285
  • Jung, S., & Sainato, D. M. (2013). Teaching play skills to young children with autism. Journal of Intellectual and Developmental Disability, 38(1), 74-90. https://doi.org/10.3109/13668250.2012.732220
  • Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012), Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431–439. https://doi.org/10.1111/j.1469-7610.2011.02493.x
  • Lantz, J. (2001). Play time: An examination of play intervention strategies for children with autism spectrum disorders. The Reporter, 6(3), 1-7, 24. https://scholarworks.iu.edu/dspace/bitstream/handle/2022/9114/07.pdf;sequence=1
  • Lantz, J. F., Nelson, J. M., & Loftin, R. L. (2004). Guiding children with autism in play: Applying the integrated play group model in school settings. Teaching Exceptional Children, 37(2), 8-14. https://doi.org/10.1177/00400599040370020
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Bütünleşmiş Oyun Grupları Modeli ve Erken Çocukluk Özel Eğitiminde Bütünleşmiş Oyun Grupları Uygulamaları

Year 2023, Volume: 20 Issue: 3, 904 - 931, 26.12.2023
https://doi.org/10.33711/yyuefd.1293218

Abstract

Oyun her çocuğun hakkıdır ve akranlarıyla birlikte oyun oynamak otizm spektrum bozukluğu olan çocuklar için özellikle önemlidir. Türkiye’de ise 2018 yılında yenilenen Özel Eğitim Hizmetleri Yönetmeliği’nin ardından 0-36 aylık özel gereksinimi olan çocukların akranlarıyla bir arada olabilmelerini mümkün kılan müdahaleler daha fazla gündeme gelmeye başlamıştır. Bütünleşmiş oyun grupları modeli (BOGM) otizm spektrum bozukluğu (OSB) olan çocuklar için geliştirilmiş ve OSB olan çocukların sosyal ortamlarında akranlarıyla birlikte oyun oynamalarını sağlayan kanıt temelli bir modeldir. Bu model OSB olan çocuklar ile normal gelişim gösteren akranlarının aynı grup içerisinde bir yetişkin rehber desteğiyle oyun oynamasına fırsat sunmakla birlikte çocukların sosyal etkileşim becerileri ve oyun becerilerinin desteklenmesini amaçlamaktadır. Bu makale, BOGM’ nin kavramsal içeriğine odaklanarak gelişme sürecine, uygulanmasına ve bu modelle ilgili yapılmış olan araştırmalara odaklanmaktadır. Araştırmada BOGM ile ilgili gelecek araştırma ve uygulama örnekleri de tartışılmıştır.

References

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  • Aldabas, R. (2022). Effects of peer network intervention through peer-led play on Basic Social Communication Skills of children with Autism Spectrum Disorder in Inclusive Classroom. Journal Of Developmental And Physıcal Disabitıes, 34, 1121–1148 https://doi.org/10.1007/s10882-022-09840-1
  • Al-Sharif, S. (2020). Peer mediated instruction and intervention through integrated play groups among preschoolers with autism: teachers' perceptions of the impact. [Doctoral dissertation]. Ball State University.
  • American Speech-Language-Hearing Association. (2006). Guidelines for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span. http://www.asha.org/policy
  • American Psychiatric Association (APA). (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
  • Aslan, Ö.M.(2017). 36-71 aylık çocuklar için oyun davranış ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Kastamonu Eğitim Dergisi, 25(3), 897-910. https://dergipark.org.tr/en/pub/kefdergi/issue/29417/320489
  • Ayrancı, M., Aydın, K.M. (2022). Çocuklar İçin Oyun ve Duygu Ölçeği (ODÖ-Ç): Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. Akdeniz Eğitim Araştırmaları Dergisi, 16 (42), 1-17. https://doi.org/10.29329/mjer.2022.541.1
  • Bauminger-Zviely, N., Eytan, D., Hoshmand, S., & Rajwan Ben–Shlomo, O. (2021). Research on Interventions Promoting Social Interaction, Play, and Conversation in Preschoolers with ASD. Preschool Peer Social Intervention in Autism Spectrum Disorder içinde (ss. 29-46). Springer, Cham. doi: 10.1007/978-3-030-79080-6_3
  • Bricker, D. (1978). A Rationale for İntegration of Handicapped and Non-Handicapped Preschool Children. M. Guralnick (Ed.), Early Intervention and the Integration of Handicapped and Non-handicappedchildren içinde (ss. 3-26). Baltimore: University Park Press.
  • Brown, A. L., & Campione, J. C. (1990). Communities of learning and thinking, or a context by any other name. In D. Kuhn (Ed.), Developmental perspectives on teaching and learning thinking skills (pp. 108–126). Karger.
  • Cooper, M., Hedges, H., & Dixon, H. (2014). Weaving RIE with Te Whāriki: re-thinking family involvement in assessment of learning dispositions. Early Childhood Development and Care, 184(5), 733-748. http://dx.doi.org/10.1080/03004430.2013.818987
  • Dafner, L. (2018). Approfondissement sur les adaptations nécessaires à la mise en place d'un dispositif basé sur le modèle d'intervention" Integrated Play Groups". [Doctoral dissertation]. University of Geneva.
  • Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42), 1-48. http://epaa.asu.edu/epaa/v13n42/
  • DiSalvo, C. & Oswald, D. P. (2002). Peer-mediated ınterventions to ıncrease the social ınteraction of children with autism: consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 17 (4), 198-207. https://doi.org/10.1177/1088357602017004020
  • Fazlıoğlu, Y., Ilgaz, G. ve Papatğa, E. (2013). Oyun Becerilerini Değerlendirme Ölçeğinin geçerlik ve güvenirlik çalışması. Trakya Üniversitesi Sosyal Bilimler Dergisi, 15(1), 239-250. https://dergipark.org.tr/en/pub/trakyasobed/issue/30217/326208
  • Glovak, S. (2007). Integrated play groups. Exceptional Parent, 37(4), 22-23. https://www.eparent.com/
  • Grant, R. J., & Turner-Bumberry, T. (2020). AutPlay® Therapy Play and Social Skills Groups: A 10-Session Model. Routledge. https://doi.org/10.4324/9780367810429
  • Guralnick, M.J., & Groom, J.M. (1988). Peer interactions in mainstreamed and specialized classrooms: A comparative analysis. Exceptional Children, 54(5), 415-425. https://doi.org/10.1177/001440298805400504
  • Hie Ping Ting, J., & Yeo, K. J. (2019). A systematic review of play-based ıntervention in enhancing social skills children with autism spectrum disorder. Indian Journal of Public Health Research & Development, 10(4). https://doi.org/10.5958/0976-5506.2019.00921.5
  • Hoffman-Raap, L. (2004). Peer play and the autism spectrum: the art of guiding children's socialization and imagination--integrated play groups field manual. Australian Journal of Early Childhood, 29(3), 58-59. https://doi.org/10.1177/183693910402900310
  • Humphrey, N. (2008). Including pupils with autistic spectrum disorders in mainstream schools. Support for Learning, 23(1), 41-47. https://doi.org/10.1111/j.1467-9604.2007.00367.x
  • ICD-11 for Mortality and Morbidity Statistics, https://icd.who.int/browse11/l-m/en, (ET: 23.09.2022).
  • Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 150-165. https://doi.org/10.1177/10883576030180030301
  • Jhuo, R. A., & Chu, S. Y. (2022). A review of Parent-Implemented early start Denver model for children with autism spectrum disorder. Children, 9(2), 285. https://doi.org/10.3390/children9020285
  • Jung, S., & Sainato, D. M. (2013). Teaching play skills to young children with autism. Journal of Intellectual and Developmental Disability, 38(1), 74-90. https://doi.org/10.3109/13668250.2012.732220
  • Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012), Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431–439. https://doi.org/10.1111/j.1469-7610.2011.02493.x
  • Lantz, J. (2001). Play time: An examination of play intervention strategies for children with autism spectrum disorders. The Reporter, 6(3), 1-7, 24. https://scholarworks.iu.edu/dspace/bitstream/handle/2022/9114/07.pdf;sequence=1
  • Lantz, J. F., Nelson, J. M., & Loftin, R. L. (2004). Guiding children with autism in play: Applying the integrated play group model in school settings. Teaching Exceptional Children, 37(2), 8-14. https://doi.org/10.1177/00400599040370020
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
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There are 62 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Elif Sazak Duman 0000-0003-3530-9588

Esra Çınar 0000-0001-5683-9110

Early Pub Date December 23, 2023
Publication Date December 26, 2023
Published in Issue Year 2023 Volume: 20 Issue: 3

Cite

APA Sazak Duman, E., & Çınar, E. (2023). Bütünleşmiş Oyun Grupları Modeli ve Erken Çocukluk Özel Eğitiminde Bütünleşmiş Oyun Grupları Uygulamaları. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 904-931. https://doi.org/10.33711/yyuefd.1293218